This study focused on what persistent factors contribute to adults with learning disabilities sustaining enrollment in college. The number of students who enter higher education programs with learning disabilities continues to increase (Eckes & Ochoa, 2005; Madaus & Shaw, 2006; Newman, Wagner, Cameto, & Knokey, 2009). This study explored approaches for meeting the unique needs of students with disabilities by examining their experiences, and their efforts of earning a college degree. While also including their parents' perspectives, the observed information offers suggestions that may help sustain a more fluid transition from the K-12 setting to a postsecondary college environment for other students. To understand these experiences, in-depth, face-to-face interviews were conducted with five young adults with learning disabilities, and their parents. Information gained from this qualitative case study provided pertinent insights for future students with learning disabilities when preparing to attend a postsecondary college environment. This research also provides insights regarding how students with disabilities can access and use disability services on college campuses, what kind of individual characteristics a person needs to help promote persistence (self advocacy and self-determination), and lastly, what impact did their parents have on their persistence to complete their degree. In addition to interviews, campus visits were made to each of the participant's prospective colleges to compare the differences and similarities from what the office of disability services advertised to what each participant experienced while on those campuses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]